CKC Annual Report 2012 - Christ the King Anglican College

P – 12 

ANGLICAN COLLEGE 

COBRAM 

Annual Report 

2012

School Performance Information 

Under the Schools Assistance Act 2008, all independent schools are required to ensure 

that school performance information is made publicly available, in a prescribed format, 

within six months of the completion of the programme year. 

The College is also required to submit an annual report to the Victorian Registration 

and Qualifications Authority. 

Christ the King Anglican College makes the information for both these requirements 

available in this report. Parents may access the report: 

On the internet at the College’s website, http://www.ckc.vic.edu.au 

As a hardcopy document, provided to current and prospective parents on request. 

1 The College 

Christ The King P – 12 Anglican College was established in Cobram in January 2000. 

Our motto is: Integrity, Endeavour, Community 

Integrity = Be always honest and true in all dealings with one another 

Endeavour = Be always prepared to do one’s best, no matter what the obstacles 

Community = Be always supportive of one another, and recognise the intrinsic value of the 

contribution of every individual 

CKC P – 12 Anglican College is an academically focused, independent school in the Anglican Grammar 

School tradition. Our highly skilled staff members provide quality education opportunities in a caring 

and pastoral atmosphere. The College has a proud tradition, and combines every advantage of a smaller 

school with the expectations of a much larger school. 

CKC P – 12 Anglican College enjoys a relaxed semi rural setting, and its features include a mixture of 

modern permanent buildings, and demountable classrooms set on around 10 acres of lawned and treed 

grounds. 

The 2012 school year saw continued improvement to the physical facilities at CKC P – 12 College with 

the construction of new Junior school classrooms, and adventure playground for Junior Primary 

students. Our existing Senior School classrooms, Library, Arts/music wing, Science Lab, Computer rooms, 

Basketball/Tennis courts and VCE study centre complete the picture. 

CKC P – 12 Anglican College offers traditional core academic curriculum aligned with current Australian 

Curriculum guidelines. Electives for students in Years 7 – 12 include music, textiles, woodwork, 

metalwork, drama, home economics, art, ICT, and Environmental Cadets (Duke of Edinburgh) to name a 

few. 

CKC P – 12 Anglican College broadens academic pursuits with an expansive and varied Sports program. 

Students compete in local and interschool swimming and athletics carnivals. Interschool summer and 

winter sports days are also part of the program. Football, netball, basketball etc. Individual students are 

encouraged to compete in a wide range of sports. These have included Lawn Bowls, Equestrian events, 

and other sporting events which fall outside the traditional sports program. 

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CKC P – 12 Anglican College Cobram is unique in the Cobram district offering quality education 

opportunities for students of all ages in a well structured, thoughtful and caring P – 12 setting allowing 

students to progress seamlessly, and at their own pace, from year to year throughout their entire 

education journey. 

In 2012, there were 223 students at the College, comprised as follows: 

⋅ 49% girls, 

⋅ 51% boys 

⋅ 1% indigenous students 

Most CKC P – 12 Anglican College students speak English at home but seven students at the College 

speak in another language at home. These languages are: 

⋅ Arabic 

⋅ Cantonese 

⋅ Dutch 

⋅ Tamil 

2 Teacher Standards and Qualifications 

Ms Karen Bâgu 

Miss Donna Creak 

Ms Shea Doyle 

Ms Elisha Eddie 

Mrs Margaret 

Ferguson 

Graduate Certificate of LOTE Methodology, Deakin University 

Master of Arts (Applied Japanese Linguistics), Monash University 

Monbusho Teacher Training and Research Programme, Kobe-Hyogo Universities 

Graduate Diploma of Arts (Applied Japanese Linguistics), Monash University 

Graduate Diploma in Education, University of Melbourne 

Bachelor of Science, Deakin University 

Bachelor of Education, Deakin University 

Graduate Diploma of Education (Secondary) 

Bachelor of Applied Science (Human Movement) 

Bachelor of Teaching (Primary), La Trobe University 

Bachelor of Education, La Trobe University 

ESL in the Mainstream Development Course, La Trobe University 

Trained Primary Teaching Certificate 

Bachelor of Arts 

Bachelor of Education 

Graduate Diploma in Inter Ethnic Studies and Education 

Graduate Diploma in Pastoral Ministry 

Mr Stephen Gale Bachelor of Education (Music) [from Nov 11] 

Mrs Chris Hargreaves 

Mrs Delwyn Hills 

Diploma of Teaching (Primary) 

Bachelor of Education, Melbourne State College 

Graduate Diploma in Graphic Communication in Education, Hawthorn Institute 

of Education 

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Mrs Kate Lee 

Diploma of Teaching (Primary), Bendigo College of Advanced Education 

Certificate of Accreditation (Religious Education), Catholic Education Office 

(Melbourne) 

Bachelor of Education, Phillip Institute of Technology 

Mrs Kerene McLennan Graduate Diploma in Education 

Bachelor of Arts 

Mrs Wendy Lawrence 

Diploma of Education, Phillip Institute of Technology 


Mr Michael Merrylees Bachelor of Engineering (Electrical), University of Melbourne 

Graduate Diploma of Education, University of Melbourne 

Mrs Anne Nonneman 

Mr Jon O’Dwyer 

Miss Lauren Santin 

Mr John Scandrett 

Mrs Maree Schneider 

Mrs Patricia Seccull 

Mrs Melonie Smith 

Mr Gary Smith 

Mr Ross Taylor 

Ms Kim Wenzke 

Bachelor of Arts, Monash University 

Diploma in Education, Monash University 

Graduate Diploma in School Librarianship 

Bachelor of Education, University of Canberra 

Bachelor of Education (Primary), Charles Sturt University 

Certificate II Hospitality 

Signed English 1 

Signed English 2 

Deafness Awareness 

Bachelor of Education, University of Saskatchewan 

Bachelor of Arts, University of Saskatchewan 

Diploma of Teaching (Primary), Riverina College of Advanced Education 

Diploma of Teaching, Aquinas College 


Bachelor of Science, University of Melbourne 

Diploma of Education, Monash University 

Graduate Certificate of Education – Traffic Safety Education, Deakin University 

Bachelor of Applied Science (Chemistry), RMIT 

Graduate Diploma of Education, Monash University 

Bachelor of Arts, Australian National University 

Diploma of Education, University of Canberra 

3 Workforce Composition 

In 2012 there were 26 Teachers and 4 General Employees at the College, comprised as follows: 

⋅ 77% female, 23% male 

⋅ 52% part time, 48% full time 

⋅ 0% indigenous 

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4 Student attendance 

In 2012 the mean rate of student school attendance was 91% of the 180 school days. 

Year Students Attendance Year Students Attendance Year Students Attendance 

Prep 14 88% Year 5 22 91% Year 9 17 84% 

Year 1 27 92% Year 6 14 96% Year 14 90% 

10 

Year 2 15 85% Year 7 13 92% Year 12 92% 

11 

Year 3 22 93% Year 8 22 89% Year 5 95% 

12 

Year 4 15 91% 

Each student’s attendance is monitored by his/her home room teacher and the College’s 

administration team. Students who miss a day of school must provide a written explanation from 

their parent or guardian. Unexplained or excessive absences are followed up by telephone or 

personal interviews with parents or guardians. Students experiencing difficulty attending school are 

given counselling and/or other pastoral support. Students who do not respond to support provided 

are referred to external agencies for assistance. 

5 Senior Secondary Outcomes & Post-school destinations 

All students in Year 12 are encouraged to complete an appropriate secondary qualification. In 2012, 

for all students this was the Victorian Certificate of Education (VCE). 

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Of the students in the Year 12 cohort: 

⋅ All attained the Victorian Certificate of Education 

⋅ No students were enrolled in VET subjects. 

⋅ Student achieved ATAR scores ranging from 57.55 to 72.15 respectively 

⋅ 66% of students deferred their tertiary studies and have entered the workforce 

⋅ 34% of students have taken up a positions in further education 

Post school tertiary education destinations include: 

⋅ Bioscience - La Trobe University, Albury Wodonga 

⋅ Outdoor Education - La Trobe University, Bendigo (deferred) 

⋅ Hospitality – Victoria University, Sofitel 

6 Student Outcomes of standardised national literacy and numeracy testing 

All students in Years 3, 5, 7 and 9 are strongly encouraged to participate in National Assessment 

Program – Literacy and Numeracy (NAPLAN). 

The table below indicates the number and percentage of students who sat the NAPLAN tests in 

2009-2012: 

Student 

s 

2009 2010 2011 2012 

Participation 

Student 

s 

Participation Students Participation Students Participation 

Year 3 9 8 (89%) 20 18 (90%) 16 13 (81%) 22 20 (90%) 

Year 5 12 11 (92%) 11 11 (100%) 13 13 (100%) 22 20 (90%) 

Year 7 16 14 (88%) 17 16 (94%) 25 25 (100%) 14 13 (92%) 

Year 9 21 21 (100%) 21 21 (100%) 15 13 (87%) 17 17 (100%) 

The table following indicates the percentage of students who achieved National Minimum Standards 

(NMS) in Reading, Writing, Language Conventions (Spelling, Grammar and Punctuation), and 

Numeracy in 2009: 

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Year 3 Year 5 Year 7 Year 9 

Reading 100% 91% 85% 100% * 

Writing 100% * 91% 92% * 95% 

Spelling 100% * 91% 69% * 95% 

Grammar & 100% * 91% 100% * 95% 

Punctuation 

Numeracy 87% 100% 85% * 100% * 

The table below indicates the percentage of students who achieved National Minimum Standards 

(NMS) in Reading, Writing, and Language Conventions (Spelling, Grammar and Punctuation), and 



Reading 94% 91% 100% * 95% 

Writing 100% 100% 94% 90% 

Spelling 95% 82% 88% 91% 

Grammar & 100% 91% 94% 91% 

Punctuation 

Numeracy 100% * 100% 100% * 100% 

* One or more students was absent for this test. They have been excluded from the 

calculation. 





Reading 100% 100% * 96% * 85% 

Writing 100% 100% * 100% * 85% 

Spelling 100% 100% * 100% 62% 

Grammar & 100% 100% * 96% 85% 

Punctuation 

Numeracy 92% 92% 100% * 91% * 

* One or more students was absent for this test. They have been excluded from the 

calculation. 



Numeracy in 2012: 


Reading 100% 85% 85% 88% 

Writing 100% 90% 100% 76% 

Spelling 100% 100% 100% 88% 

Grammar & 95% 90% 100% 88% 

Punctuation 

Numeracy 100% 100% 100% 100% 

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NAPLAN statistics should be treated with caution if making comparisons between Christ the King 

College and other schools because: 

· Class sizes at Christ the King College are small. 

· Christ the King College accepts a significant proportion of students with learning difficulties. We 

are proud of the support we provide the students and of the progress they make in our care. 

· Year 7 is a major student intake year so NAPLAN results for Year 7 students refer primarily to the 

students who have recently joined the school from another school. 

· 

7 Stakeholder satisfaction with the school 

Overall stakeholder satisfaction is summarised from the perspectives of stakeholders: Parents, 

students and Year 12 Exit students. Parents are asked two questions about their overall satisfaction, 

namely whether they are happy to recommend the school to other parents, and their overall 

satisfaction with their decision to send their children to this school. Students’ satisfaction uses the 

mean of all 50 questions asked in the Students Satisfaction Survey. Year 12 Exit students are asked if 

they were satisfied with their overall experience at this school. 

7.1 Parent Satisfaction 

89 parents completed a paper-based survey in 2010 organised and analysed by Independent Schools 

Victoria. In almost all of the tested domains, graphed below, parents recorded satisfaction levels 

significantly higher than that of the reference mean (based on responses from 11385 respondents in 

68 Victorian independent schools). The following table verifies this information. CKC under the 

leadership of the new Principal continues to initiate further surveys in this area in 2013. 

8 / 12

7.2 Student Satisfaction 

167 students completed an online survey in 2010 organised and analysed by Independent Schools 

Victoria. In almost all of the tested domains, graphed below, students recorded satisfaction levels 

significantly higher than that of the reference mean (based on responses from 14327 respondents in 

65 Victorian independent schools). CKC under the leadership of the new Principal continues to 

initiate further surveys in this area in 2013. 

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7.3 Year 12 Exit Student Satisfaction 

All Year 12 students completed an online survey in 2010 organised and analysed by Independent 

Schools Victoria. In almost all of the tested domains, graphed below, students recorded satisfaction 

levels significantly higher than that of the reference mean (based on responses from 3420 

respondents in 46 Victorian independent schools). CKC under the leadership of the new Principal 

continues to initiate further surveys in this area in 2013. 

7.4 Staff Satisfaction 

23 teaching staff and general employees completed an online survey in 2010 organised and 

analysed by Independent Schools Victoria. CKC under the leadership of the new Principal is initiating 

further surveys in this area in 2013. 

10 / 12

8 Income summary 

Income Source 

Percent 

Commonwealth Government Recurrent Grants 51.0% 

State Government Recurrent Grants 16.0% 

School Fees 12.0% 

Commonwealth Capital Grants 4.0% 

Private Income (including Uniform Shop, Canteen) 3.0% 

Other Capital Income (including donations) 14.0% 

State Government Capital Grants 0.0% 

TOTAL 100% 

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9 Expenditure summary 

Expenditure 

Percent 

Salaries & Related Expenses 64.0% 

Office, Administrative, Property 7.0% 

Curriculum 3.0% 

Buildings and Improvements 1.0% 

Depreciation 5.0% 

Other Capital Expenditure 17.0% 

Interest 0.0% 

Bad debts 0.0% 

Canteen / Uniform Shop 3.0% 

TOTAL 100% 

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CKC Annual Report 2012 - Christ the King Anglican College

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